الملخص الإنجليزي
Abstract:
The most important benefits appear in ability of distance education (DE) to face challenges related
to classroom education, as student’s absence from lesson does not affect it. DE also reduces waste
of time and money to reach school or university and enhances aspects of self-responsibility. When
student is self-disciplined, she is given a greater opportunity to expand sources of knowledge.
This study aimed to explore to which extent Jordanian science and mathematics teachers satisfied
towards DE and identify their attitudes and challenges they faced considering some variables:
teachers’ gender, region, school stages they teach, experience, knowledge in technology skills,
and specialization. Study population consisted of all Jordanian teachers in public schools from all
regions in Jordan. The study sample included 499 male and female teachers. We developed a
study questionnaire, which contained 27 items. After examining its validity and reliability, it was
spread out electronically according to snowball method. The study showed several results, science
and mathematics teachers’ satisfaction of DE was moderate, and there were no statistically
significant differences in value of importance of DE for all variables except teachers’ competence
of information and communications technology (ICT) knowledge and skills. The results indicated
that level of Jordanian teachers’ attitudes to DE was moderate, and there is a difference in their
attitudes towards DE in favor of teachers who master ICT knowledge and skills. The results showed
a difference in teachers’ attitudes according to their specializations for benefit of scientific track
while there were no statistically significant differences for rest of the study variables. Finally, the
results pointed out that there are many challenges facing teachers in DE, which came in strong
category. The study results presented no statistically significant differences regarding challenges
teachers faced in DE in all study variables. The study suggests training teachers on employing DE
strategies effectively and implementation of digital applications and educational media. Also, it
suggests redesigning academic content according to DE models and theories, designing
assessment strategies and tools to measure achieving of the learning outcomes, providing schools
with infrastructure of DE, and providing free and sufficient internet services and computers or
laptops for teachers.
